Grulla High School Service Learning Project School Year 2014-2015

1. Grulla High School Service Learning Project School Year 2014-2015

2. Presentation Outline • Determine the Service Learning Activity • Planning the Service Learning Activity • Women Together History/Mujeres Unidas • Conducting the Service Learning Activity • Reflecting on the Service Learning Activity

3. In the classroom, we learned what Service Learning is: • Service Learning is a teaching and learning approach that integrates community service with academic study in order to enrich learning, teach civic responsibility, and strengthen communities. • It is positive, meaningful and real to the Cadets • It is cooperative experience, not a competitive experience • It promotes teamwork and good citizenship • It addresses complex problems in the community rather than simplified problems in the community • It engages our problem-solving in service activities and with community challenges, instead of trying to learn from abstract concepts from the text book. • MOST IMPORTANTLY: • It brings the classroom and the real world together so that Cadets can make the connection and learn from the experience.

4. In the classroom, we learned what Service Learning is NOT: • An add-on to an existing school or college curriculum • Completing a set minimum number of service hours in order to graduate or get a better grade in class • Only for High School JROTC Cadets • One-sided– Benefiting only the Cadet or only the Community • Service assigned as a consequence or form of punishment

5. What Service Learning does for us here at Grulla High • Promotes Learning through our Active Student Led Participation • Provides structured time for us to Reflect • Provides an opportunity to learn and use skills and knowledge in real life situations. • Extends our learning beyond the classroom so that we can make ties to our community • Promotes a sense of caring for others • Studies Show that Service Learning: • Improves Academic Grades • Increases Attendance in School for Cadets that participate • Improves in the development of personal and social responsibility.

6. Phases of Service Learning • Phase I: Planning • Phase II: Implementation • Phase III: Reflection

7. Phase I: Planning • What does the Cadet Team look like? • The Facilitator - Leads the team discussions to identify needs in the local, state or national community and prepares for the service learning activities • The Recorder - Takes notes for the team and assists in organizing the team. • The Reporter - Represents the teams voice and reports the team findings • The Time Keeper - Keeps the team on track and develops the schedule • The Debriefer - Leads the discussion or reflection after the execution of the service project • ** Note: Each company put together a Tiger Team/Cadet Team to accomplish our • project.

8. Phase I: Planning • Besides determining the goal of our project, we had to plan and coordinate the following tasks: • Determined the tasks and answer the questions: • Who will be involved? • What is involved and needs to be done? • When will each step take place? • Where will it all take place? • Why will we do it? • How will it work?

9. Phase I: Planning SERVICE LEARNING STEPS Before participating in service, we reviewed the following steps to conduct a proper service learning project: 1. Complete a pre-assessment of skill level using the Personal Skills Map from the JROTC Success Profiler. 2. Determine a community need. 3. Brainstorm ideas to select a service project. 4. Plan and organize details (dates to support, of the service activity and discuss expectations. 5. Participate in a meaningful service activity that meets the service learning guidelines. 6. Discuss and reflect on what you experienced (observation). 7. Discuss and reflect on what you gained from the experience (analysis). 8. Discuss and reflect on what you can do with the new information (integration). 9. Complete a project summary report and a final group evaluation form to judge …..teamwork, etc. 10. Brief the experience to community members, administration, classmates, etc. 11. Complete a post-assessment using the personal skills map and related analysis to …..determine plan of action.

10. Phase I: Planning • Selecting the Service Learning Project • After participating in an Service Learning classroom training and Brainstorming we determined we would join UTPA TFME (Texas Future Music Educators) to support Women Together/Mujeres Unidas because of the following reasons: • It was meaningful to many of the participants because many families in JROTC and this school have family members that have similar situations. • It seemed like something very humbling – to give to those that are in need. • To this point there was no other High School level students supporting Women Together/Mujeres Unidas so we felt this was something we could do to make a long term connection to the activity. • Other Activities Suggested: • Driscoll Children’s Medical Center (Still supporting mid May 2015) • Texas War Memorial • VA Medical Center • Special Olympics (Still doing late April 2015)

11. Women Together Mission Statement • It is the Mission of Women Together to provide shelter and programs for women, men and children who are victims of domestic violence and sexual assault.  • TO ACCOMPLISH THIS MISSION WOMEN TOGETHER EXIST TO: • Provide emergency shelter to women and their children who fear they are in danger of domestic abuse. • Provide programs which meet the immediate physical and emotional needs of clients. • Provide programs for clients which will help curb the cycle of abuse. • Provide programs to increase public awareness of domestic violence, sexual assault and to address issues relating to prevention. • Provide counseling and support services to sexual assault victims

12. History Women Together/ Mujeres Unidas is a non-profit agency founded in 1978 to provide shelter and support services to battered women and their children through funding provided by Texas Legislature HB 1075. Since 1978, the agency has incorporated crisis intervention and support services for victims of domestic violence and sexual violence. In 1990, the agency developed a program to provide group counseling for abusive males. The agency is governed by a member board consisting of 11 directors from diverse backgrounds who are representatives of the community.

13. Phase I: Planning • Besides determining the goal of our project, we had to plan and coordinate the following tasks Details to ensure the project is doable: • Coordinate all the Details: • - Dates to occur • - Permission from the School’s Administration • - Transportation • - Permission Slips • - Fundraising initiatives • - What to donate or make • - Coordinate ages and needs of the Children • Current Scheduled Dates: • - 12 September 2014 - Initial meeting to brainstorm and select project • - 13 October 2014 - Met to establish goals and objectives, outline fundraiser opportunities • - 30 October 2014 - Met to layout current status to meet timelines • - 24 November 2014 - Obtained list of children and their wish list • - 4 December 2014 - The gifts were wrapped and stockings were filled • - 16,17,18 Dec 2014 - Prepared everything for delivery on 19 Dec 2014

14. Phase II: Implementation C/CPT Fernando Solis

15. Phase II: Implementation We executed multiple fundraisers and collected donations. We purchased and prepared gifts and stockings for each child and donated money to program. We took on whatever task we were given and never complained about it. Next, the group leader ensured that we all understood the task or goal at hand. If you are a team leader, make sure your team members feel completely comfortable with the tasks. We worked with UTPA TFME to get all the gifts and items prepared for donation. The donation was done behind the scenes because the kids names and locations are kept secret for the safety of the kids.

16. Phase II: Implementation • - We were well organized and prepared: • - We ensured we had the correct supplies to complete the service. • - We knew the name or names of the contact personnel. • - Identified alternate group leaders in case there are absences. • - Assigned cadets to work on projects according to their experience and • abilities. • - Be thoroughly prepared to complete the task, and we were flexible to • make changes. As we found, things may not go as you plan them. • - We finished our task in record time and were moved to another area. • In the end we accomplished the Following: • Provide Christmas for 46 kids to include gifts and • stockings. • Donated $750 for food locker • Made a difference • Bottom- Line we always remembered, that we were there to Provide a service to our community and that their needs came before our needs.

17. Phase III: Reflection Cadet SFC Adan Canales

18. Phase III: Reflection • Types of reflection questions we asked ourselves about the service learning experience include: • 1) Observation/What — What did I do? • 2) Analysis/So What — What did it mean to me? • 3) Integration/Now What — What will I do because of what I accomplished or learned? • This provided us with an opportunity to think about what we just did for our community and to describe the feelings that stimulated our actions throughout this activity.

19. Phase III: Reflection After the Service Learning Event: - As a group we participated in an after action review, in order to reflect, demonstrate, and evaluate our service project. - We each wrote a reflection and discussed our experience so that we can pass on our experiences to the groups that will conduct the Service Learning event later in the year. - We found that sharing what we learned with our teammates and the other class-members will add to our program’s overall learning experience.

20. CONCLUSION • The Service Learning Classroom Activity’s and Project introduced us service learning through active participation. • We then were ready to choose our own service activity. • We found that Good planning and attention to detail was key to a successful service learning project for us. • Next time we pick a take, we know we may have to get additional training to complete the task, or to be aware of items like the prisoners. • We learned that Service should be the focus as well as making a difference to our community. • We learned that our service responsibility will help us prepare future service activities. • Most importantly, service learning builds a spirit of cooperation among you, your peers, the school, and the community.